UNIT OBJECTIVES

IT 6
UNd the globe
At the end of this unit, students will be able to:
understand information, texts and conversations about
tourist attractions, disappearing languages and travel
blogs
exchange information about tourist attractions,
disappearing languages and travel blogs
use different verb patterns

Aroun
UNIT CONTENTS
G  GRAMMAR
Gerunds and infinitives
The passive
V  VOCABULARY
Travel and tourism: astonishing, breathtaking, dramatic,
exotic, impressive, memorable, remarkable, stunning,
superb, unique
Describing change: be lost, decline, decrease, deteriorate,
deterioration, die out, disappear, disappearance, increase,
preservation, preserve, revival, revive
Wordpower: out, pass out, work out, fall out, run out, stand
out, turn out, chill out, burn out
P  PRONUNCIATION
Consonant groups
Consonant sounds
C  COMMUNICATION SKILLS
Discussing choices
Discussing changes
Introducing requests and saying you are grateful
Writing a travel blog
GETTING STARTED
OPTIONAL LEAD-IN
Books closed. Put students into pairs and give them three
minutes to write down the names of different countries in
the world beginning with each letter of the alphabet. Then go
round the class asking for a country from each pair, starting
with a, then b, then c and so on. If a pair cannot give an
answer, they are ‘out’ and you move on to the next pair. If no
one can name a country with a particular letter, reinstate the
pairs and move on to the next letter.
a Ask students to look at the picture and answer the
questions as a class. Encourage students to give reasons
for their answers and speculations. If you wish, give
students the information in the Culture notes. Students
might need to use some unfamiliar words, for example
trolley (used to carry shopping, suitcases), luggage
(suitcases and bags), departure lounge (where you wait
before boarding a plane), etc.
talk about change using related vocabulary and the
passive
understand conversations in which people are asking for
favours
use appropriate phrases to introduce requests and ask
for favours
use appropriate phrases to show gratitude
use descriptive language
write a travel blog
CULTURE NOTES
The picture shows a business man and a young boy passing
the time while waiting for their flight at an airport. In spite of
economic problems, more and more people are taking flights
across the world. Recent figures show that in 2013/14 there
was an increase in people travelling by plane of 4.6%, which
brought the number of passengers up to 6.3 billion! The
busiest passenger airport in the world is Hartsfield–Jackson
Atlanta International airport in the USA with 94.4 million
passengers in 2013, followed by Beijing Capital International
and then London Heathrow. 2014 was the 100th anniversary
of commercial flights. The first passengers in 1914 could have
had no idea about the enormous numbers of people that
would be taking flights one hundred years later!
b Elicit different forms of transport for long journeys
from the class, for example coach, train, ferry, plane,
etc, and write them on the board. Ask students which
type of transport they prefer for long journeys and
why. Read through the questions with the class and
ask them to discuss the questions in pairs or small
groups. Circulate and contribute to conversations to
encourage discussion. Note any interesting comments to
discuss later. Take feedback as a class to ask for ideas
and comments from the conversations and extend the
discussions if appropriate.
EXTRA ACTIVITY
In pairs, students list as many advantages and disadvantages
as they can of using different forms of transport. Ask for their
ideas as a class and have a group discussion. Extend the
discussion by asking how the class think we will travel long
and short distances in the future.

89 UNIT 6 Around the globe

6A I’m not going to try
to see everything
OPTIONAL LEAD-IN
Books closed. Think of a famous tourist attraction. This can
be in your country or another. Note down or think of some
information about it. Start with very general information and
end with more specific information, for example It’s very tall.
Tourists can climb it. It’s a statue. It was created by a French
person. It’s in America. It’s in New York. It’s green. Ask the class
to guess which tourist attraction you are thinking of and give
them the information as clues. Find out how many clues
it takes until they guess the correct attraction (the Statue
of Liberty). Put students into pairs to think of their own
attractions. They then present their clues for the rest of the
class to guess the attractions.
1 READING and LISTENING
a Ask students if they enjoy sightseeing and why/why
not. Students look at the photos of attractions, without
reading the information, and tell you what they can
see. Ask students what they know about the places.
Read through the information to find out if they have
mentioned any of the points. You may wish to elicit or
pre-teach the phrase crown jewels (crown – what a king
or queen wears on the head; jewels – rare and expensive
stones that people put in jewellery). Discuss as a class
whether students have visited any of the places and
which they would most like to visit. If you wish, give
students information from the Culture notes below.
CULTURE NOTES
The Tower of London Ravens
There are always six ravens (very large, black birds) at the
Tower of London. There is a legend that says the Tower and
the Kingdom will fall if the ravens leave. King Charles II first
started keeping ravens at the Tower. To stop them leaving,
each raven has one wing trimmed, which means that they
shouldn’t be able to fly. They are looked after and fed daily
by the Raven Master.
EXTRA ACTIVITY
In pairs, students discuss and note down any advantages
and disadvantages there might be to visiting different tourist
attractions like those in the photos or the ones mentioned
during the lead-in (if you used it). Take feedback as a class.
b Tell students they are going to read some tourist
comments about different attractions. Ask where we
might find such comments (on a travel website) and
whether students themselves would leave comments for
others after visiting an attraction and why. Ask students
to read through the comments and decide which are
positive and which are negative. Check answers as a
class and ask students to give reasons for their answers.
If you did the extra activity, check to find out if any of
the points the students raised there are mentioned.
Answers
Positive: 1, 4, 5, 7
Negative: 2, 3, 6, 8
90 UNIT 6 Around the globe
At the end of this lesson, students will be able to:
• understand texts about tourist attractions
•
•
understand people talking about tourist experiences
use gerunds and infinitives correctly
• use a lexical set related to travel and tourism correctly
• persuade someone to visit a tourist destination
VOCABULARY SUPPORT
baroque – style of architecture from the 17th century
interior (B2) – inside
precious (B2) – rare and important
relic – the remains of something old
residence (C2) – where someone lives
c In pairs, students match the comments with the photos.
Check answers as a class.
Answers
1 The Tower of London
2 Schönbrunn Palace, Vienna
3 Topkapi Palace, Istanbul
4 The Louvre, Paris
5 Schönbrunn Palace, Vienna
6 The Tower of London
7 Topkapi Palace, Istanbul
8 The Louvre, Paris
2.39 Tell students they are going to hear two tourists,
d
Di and Bernie, talk about sightseeing. Play the recording
for students to listen and answer the two questions. Tell
them not to worry about understanding every detail at
this stage. Check answers as a class.
Answers
Di mentions the Schönbrunn Palace, Vienna.
Bernie mentions the Louvre, Paris.
Di thinks the people organising these tours try to include too much
in the timetable. Bernie thinks that sightseeing tours would mean
you get to see a bit more and don’t waste time working things out.
Audioscript
DI Because I was travelling on my own, I decided to book myself on a
coach tour. I thought it’d be fun and, you know, it would be easy to
meet people and hang out with them in the evenings. Well, that was
true – I made friends quite easily. But the tour itself … well, I’d never
do it like that again – not ever. The problem is the people organising
these tours try to include too much in the timetable. It’s madness.
Some days you have to be up, packed and ready to go by about 7.30
am. And all the time they’d say, ‘Remember to do this, remember
to be back at such-and-such a time.’ I mean, I was on holiday – this
felt like being in the army! And they never allowed enough time to
visit places. Like, I remember visiting this really beautiful palace just
outside Vienna – the Schönbrunn Palace, it’s called. In the gardens
they have this really cool maze – you know, where they plant a
whole lot of trees and hedges and it feels like you’re getting lost.
Anyway, we were all having a great time in the maze, but no, we had
to get on the bus and go to the next thing. Before arriving in Rome, I
became friendly with a woman, Sue – she was travelling alone too.
We decided to leave the tour – didn’t care about the money – and
we found our own hotel to stay in. It was just a small place near
a market. Every morning when I woke up I could hear the sellers
setting up their market stalls. So Sue and I spent a week in Rome and
then went on to Florence and Venice. Visiting these cities was a real
highlight. And one of the reasons why was, it was great to do things
in our own time. It was like getting out of school.
 BERNIE  I worked in London over the winter months and then I got
together with three other mates and we bought this van from a
South African couple and we took off together to travel around
Europe. We had a great time together and there were just a couple of
times when we sort of disagreed about what we’d do. The only thing
is finding your way round these European cities and getting from one
place to another, it’s … well, it’s a bit of a nightmare really. I mean,
we had guidebooks and maps and things, but often what you read
about didn’t really match reality. And there are just so many cars and
so many people. Driving in Paris was really hard work. It was the first
really big city we went to. On the second day there, we were driving
down a road and I noticed all these people waving their arms at us.
We were driving on the wrong side of the road! It was difficult to get
used to that. We were only there for three days and we didn’t really
know where to begin. We went to the Louvre to see the Mona Lisa
and all that. But the painting’s in this room and there were all these
people there with their phones taking a photo – without looking at
the painting. And, actually, I couldn’t really see it at all. Sometimes
I’d see other tourists on some kind of tour and it all looked nice and
organised for them, so I guess you get to see a bit more that way and
you don’t waste a whole lot of time trying to work things out. Next
time I go away I might try going on a tour of some kind.
  VOCABULARY SUPPORT
hedge (B2) – a line of small trees used to divide gardens
maze – a complicated system of paths where it is possible to
get lost
e 2.39 Read through the comprehension questions
d Ask students to imagine what they might hear if they
with the class. Play the recording again for students
to answer the questions. Pause at different points to
give students time to note down the answers. Students
compare their answers with a partner. Check answers as
a class.
Answers
Di
1 She was travelling on her own and thought it would be a good
way to meet other people.
2 The people organising the tour try to include too much in the
timetable.
3 In the maze at the Schönbrunn Palace.
4 They spent a week in a hotel in Rome and then went to Florence
and Venice.
Bernie
1 three other friends
2 The information in them didn’t match reality.
3 They were driving on the wrong side of the road.
4 There were lots of people in the room taking pictures on their
phones, and he couldn’t really see the painting.
f Put students into pairs or small groups to discuss
the questions. Monitor and contribute to encourage
conversations. Take feedback and ask for comments as a
class.
2 GRAMMAR Gerunds and infinitives
a 2.40 In pairs, students choose the correct verbs. Play
the recording for them to check.
Answers
1 to meet  2 to travel  3 Driving  4 arriving
b Students do the matching task in pairs. Check answers
as a class.
Answers
a 4  b 3  c 1  d 2
c Tell students that some verbs can be followed by both
a gerund and to + infinitive, but the meaning of the
verb may be a little different. Students match the verbs
and meanings individually. Check answers as a class. To
practise, ask students to give an example of something
they tried to do yesterday (attempted to, probably
not successfully) and something they tried doing (as
an experiment, to see what would happen). Also, ask
them to think of something they remember doing and
something they remembered to do yesterday.
Answers
1 b  2 a  3 a  4 b
  LANGUAGE NOTES
The verb like can be followed by both the gerund and to +
infinitive. The meaning is slightly different, e.g. I like going
camping = I enjoy it. I like to go to the dentist every six months
= I think it’s good to do this.
 CAREFUL!
Students often use the wrong verb pattern, e.g. I enjoy to
eat French food (Correct form = I enjoy eating French food).
It is important to tell students that they need to learn which
verbs take to-infinitive and which take verb + ing and record
these verbs with an example, giving the context.
were in a market selling food and arts and craft items
(people talking, sounds of putting merchandise on stalls,
etc.) and what they might notice if they were driving
around a big city like Paris (people sitting drinking
coffee and reading newspapers, traffic congestion). Read
through the sentences and elicit where the objects go.
Point out the other verbs we can use the pattern with.
Answers
The objects in brackets go after the main verb (hear, noticed).
These verbs are connected with senses (hearing, seeing, etc.).
LOA TIP ELICITING
Elicit examples to practise the pattern. Say the first part of
the sentences below to elicit a correct ending from the class:
When I went up the Eiffel Tower, I saw … (e.g. a group of
English kids running up the stairs)
When I was at the top, I heard … (e.g. a bell ringing from the
cathedral nearby)
When I came down, I watched … (e.g. some musicians playing
in the park)
When I was walking back to my hotel, I smelled … (e.g. some
onions and garlic cooking in a restaurant)
UNIT 6  Around the globe  91
e 2.41–2.44 Students read the information in
Grammar Focus 6A on SB p.144. Play the recording
where indicated and ask students to listen and repeat.
Students then complete the exercises. Check answers as
a class, making sure the students are using the correct
patterns. Tell students to go back to SB p.69.
Answers (Grammar Focus 6A SB p.145)
a 2 see  3 being  4 riding  5 to talk
b 1 d  2 i  3 f   4 a  5 h  6 e   7 b  8 j  9 g  10 c
c 2 speaking  3 Living, learning  4 to check  5 running 
6 being  7 To avoid  8 to leave  9 Spending  10 beating
f Individually, students complete the sentences and
compare answers with a partner. Check answers as a
class.
Answers
1 Seeing  2 visiting  3 speaking  4 to go  5 to look for
6 having  7 Discovering  8 to visit  9 being  10 seeing
g Put students into small groups or pairs to discuss
the questions. Monitor and note down examples of good
language use and any common errors to deal with later
during feedback. Take feedback as a class.
  EXTRA ACTIVITY
In pairs or individually, students write a comment on a
travel website about a tourist attraction they have visited.
Encourage them to use verb patterns they have looked at in
the lesson. Ask students to read out their comments for the
class.
3 READING
a Ask students to look at the website and photos and say
what they can see. Check if students know where these
places are, and if not, ask them to guess the countries.
Read through the title and introduction to the website
as a class and ask students individually to answer the
questions. Students read the article quickly to find the
answers to these questions. Check answers as a class.
Answers
1 Mexico, Vietnam, Russia
2 no
3 Mexico and Vietnam: part of nature
Russia: man-made
b Students read the article again in more detail to decide
if the sentences are true or false. They compare answers
with a partner. Check answers as a class.
Answers
1  T  2  F – it’s extinct.  3  F – the food was superb.  4  T 
5  F – they were moved there in the 1950s from elsewhere.  6  T
  VOCABULARY SUPPORT
cheeky (B2) – a little rude but usually funny
trek (C1) – to walk a long way or with some difficulty
  FAST FINISHERS
Ask fast finishers to underline unfamiliar words in the
website and guess their meanings by looking at the context.
Check through these during class feedback.
92  UNIT 6  Around the globe
c Put students into pairs to discuss the two questions.
Monitor and check that students are using appropriate
vocabulary. Take feedback as a class and find out which
places the majority of the class would most like to visit.
4 VOCABULARY Travel and tourism
a Get students to put the adjectives from the text on the
board and check whether these are positive or negative.
Answer
positive
b Individually, students read through the questions and
answer them. Check answers as a class.
Answers
1  special  2  stays in your mind for a long time 
3  foreign and interesting  4  exciting and surprising 
5  something you admire  6  only one  7  of very high quality 
8  very surprised  9  almost as though hit by its beauty 
10  beautiful and exciting
  EXTRA ACTIVITY
Ask students to cover exercise 4b. Read the definitions
from the sentences to elicit the correct adjectives. Say:
Something you don’t forget easily is … Students respond with:
memorable.
c 2.45 Pronunciation Play the recording for students
to mark the stress on the adjectives. Check answers as a
class.
Answers
impressive stunning breathtaking
remarkable dramatic memorable
superb exotic
astonishing unique
d Students think of things they’ve seen as a tourist
and adjectives to describe them. Give an example of
your own, for example The view from the top of the Eiffel
Tower is breathtaking. Monitor and help where necessary.
Students work in pairs and tell their partners about the
things they’ve chosen. Take feedback as a class and ask
for examples.
e 2.46–2.48 Students complete the exercises in
Vocabulary Focus 6A on SB p.159. Check answers to
Exercises a, b and c. Monitor the discussions in Exercise
d. Play the recording for students to answer Exercises
a and b in the Pronunciation section and take feedback
after the writing task in Exercise c. Tell students to go
back to SB p.70.
Answers (Vocabulary Focus 6A SB p.159)
a 1 outskirts  2 feature  3 constructions  4 setting
b a 4  b 1  c 3  d 2  e 6  f 5
c 1 get  2 running  3 turned  4 stopped
Pronunciation
a They are all several consonants pronounced together.
b a•ppro•val di•scuss•ion ex•pen•sive a•pply hun•gry 
trans•fer con•trast de•stroy
 5 READING and SPEAKING
a Put students into pairs. Assign A and B roles. Tell
Student A in each pair to go to SB p.130 and Student
B to go to SB p.128. Tell them that they each have
information about two tourist destinations. They must
read and make notes about both destinations. They then
should decide which they would prefer to visit. After
this, they tell their partner about the place they have
chosen. The pair should then decide which of these
two places to visit. Each student should try to persuade
the other to go to his/her chosen destination. Monitor
and note down examples of good language use and
any common errors to deal with later during feedback.
Do not interrupt the conversations unless you need to
prompt a stalling discussion.
b Take feedback as a class and ask which destinations the
students finally chose and why. Deal with any language
points.

  VOCABULARY SUPPORT
boasts (C2) – having or possessing something to be proud of
densely (B2) – having many things in a small area
fortification – buildings to defend a place
geothermal – from heat from inside the earth
geyser – a spring of hot water and steam from the ground
lighthouse – tall tower on the coast with light to guide ships
medieval (B2) – the period in the past from about the year
500 to 1500
picturesque (B2) – a very beautiful place
steam (B2) – clouds of hot water

ADDITIONAL MATERIAL
Workbook 6A
 hotocopiable activities: Grammar p.194, Vocabulary p.214,
P
Pronunciation p.245

UNIT 6  Around the globe  93

6B About half the world’s At the end of this lesson, students will be
able to:

languages will disappear • use a lexical set of words related to

describing change correctly
• understand an article about dying
languages
• use the passive accurately
OPTIONAL LEAD-IN • understand an interview with a linguist
Books closed. Tell students that in most countries, people • discuss endangered languages
in different areas speak different dialects. For example,
in Newcastle in the north-east of England, people say aye
for yes and gadgie for man. Ask for examples of dialects in
students’ own countries. P It certainly is, yes. The number find out more about them.
Discuss these questions: of languages in the world is Most ‘small’ languages are
decreasing very very quickly, spoken in certain regions
1 Are there any words that your parents use that have now roughly one language every of the world – we call these
fallen out of fashion? two weeks – that means that ‘language hotspots’. These
2 Do you like speaking your parents’ dialect or do you find it about 30 languages are lost are areas which have a lot of
old-fashioned? every year. The situation is different languages but each
deteriorating because of language is spoken by very few
3 Are there any minority languages in your country? Is the
globalisation – people have people. In one small part of
language strong or are fewer people speaking it today than more contact with each other, Northern Australia, for example,
before? Is anyone trying to revive it? and they start to speak English there are around 135 different
or Spanish or Chinese instead tribal languages, but they’re
1 READING and LISTENING of their own language, and
their own language dies out.
all in danger of disappearing.
So we’re focusing on areas
a Ask students to work in pairs and name as many We think that over the next 100 like these, and we’re writing
languages in the world as they can in two minutes. Check years about half of the world’s the languages down and
ideas as a class and find out how many the class have spoken languages will die out. recording the voices of the last
thought of between them. Check pronunciation of the That means 3,500 languages remaining speakers. So it may
languages. Ask students to work in small groups to do the will disappear completely in not be possible to revive the
quiz together. Monitor and encourage students to guess just a hundred years. language, but at least we can
if they don’t know the answer. Take feedback as a class I Yes, that’s serious. Is there try and preserve it for future
and ask how many of the questions the groups think they anything we can do about it? generations.
P Well, one thing we can do is
have got right. Don’t confirm the answers at this point.
record the languages and
b 2.49 Tell students that they will listen to an expert
on languages and check their answers to the quiz. Play
the recording for students to listen and check. Find out 2 VOCABULARY Describing change
which group had the most correct answers. Discuss the a Read through the words in the box with the class and
two questions as a class. ask students to match the meanings with the words.
Answers Check answers as a class.
1 ‘Small’ languages, such as tribal languages in Northern Australia. Answers
2 An area where there are many languages but they’re spoken by
1 preserve 2 be lost, die out, disappear 3 increase
very few people.
4 decrease, decline 5 revive 6 deteriorate

Audioscript b Individually, complete the sentences and compare answers

INTERVIEWER With us this week
is Professor William Barnett,
who is a specialist in dying
languages. Professor, first of all,
how many languages are there
in the world? It must be more
than the number of countries in
the world?
PROFESSOR Oh yes, much
more. There are about 200
independent countries in
the world but we think there
are around 7,000 different
languages.
I 7,000?
P Yes, more or less. We don’t know
exactly, because there may well
be languages in areas like the
Amazon that we haven’t even
discovered yet. In fact we only
have detailed knowledge of about I And is this something to worry
15% of the world’s languages.
I And some of these are very
widely spoken.
P Yes, that’s right. Spanish, for
example, is spoken by over
400 million people as a first
language, English has about
500 million native speakers,
Arabic has about 300 million.
And the language with the most
native speakers is Mandarin
Chinese. It’s spoken by over
900 million people, that’s 14%
of the world’s population.
So these languages are very
big, and they’re doing fine. In
general, the languages that are
widely spoken are increasing
while the languages that are
spoken by smaller groups of
people are declining.
about?
with a partner. Check answers as a class.
Answers
1 increasing 2 decreasing/declining
3 being lost / dying out / disappearing 4 revive
c 2.50 Pronunciation Play the recording for students
to say whether the pronunciation of the noun and verb
forms are the same or different. Play the recording
again, or model the words for students to repeat as a
class.
Answer
The verbs have the stress on the second syllable; the nouns have
the stress on the first syllable.
d 2.51 Ask students to say how the words in bold are
pronounced. Elicit this by reading the sentence yourself
and pausing at the targeted word for students to say it.
This can be done as a class activity or by nominating a
few students. Play the recording for students to check.

94 UNIT 6 Around the globe

e Point out that when we form nouns from verbs, there b Students read the article again and make notes. Take
are different types of changes we can make to the feedback as a class.
words. Some, like those in 2c and 2d, keep the same Suggested answers
form, but others take different endings. Read through
the endings in the box. Ask students in pairs to make number increasing/ other important
nouns with these endings from verbs 1–4. Check of decreasing facts
speakers
answers as a class. Elicit other nouns the students
know with these endings, for example arrival, Bo 0 lost 65,000-year link to
communication, tolerance. one of the world’s
oldest cultures; been
Answers spoken since pre-
1 disappearance  2 deterioration  3 revival  4 preservation neolithic times
N|u 8 decreasing During apartheid,
f Give an example of something that has recently people were
increased or decreased in your country, e.g. There discouraged from
has been an increase in students going to university. Ask speaking N|u
students to think of three things that have changed in
Wampanoag about 50 increasing Jessie Little Doe and
their countries and then to tell their partners about her husband are
them. Take feedback as a class. Ask whether students raising their three-
think these are trends that will continue or change again year-old daughter
in the future, and why. in the language and
organise a ‘language
3 READING camp’ every summer

a Ask students if they know of a language in the world c Students think of questions and possible answers,
that has died out, and elicit reasons why this might
and then discuss them as a class.
have happened (for example young people don’t want
to learn it). Read the title and introduction of the
article. You may wish to elicit or pre-teach pre-neolithic   FAST FINISHERS
(very old, dating back to the end of the Stone Age, Ask fast finishers to think of one more question and possible
before 8000 B.C.) and apartheid (a policy of separating answer. Check their ideas during class feedback.
people because of their race, in South Africa in the 20th
century). Students read the article quickly to find out
how the three languages are similar and how they are
4 GRAMMAR The passive
different. Check answers as a class. a Write these sentences on the board:
Answers 1 English is spoken in England.
The languages are similar in that they are very old and are/were
spoken by a very small group of people. 2 They speak English in England.
They are different in that one language has died out, one is likely
Elicit which sentence uses a passive form (1).
to die out soon, but the other one is being spoken by an increasing
number of people. Individually, students match examples 1–8 with the
passive forms. They then compare with a partner. Check
  VOCABULARY SUPPORT answers as a class.

ancestor (B2) – a person related to you who lived a long time Answers
ago 1 c  2 g  3 f  4 h  5 a  6 e  7 b  8 d

click (C2) – a sudden sound made with the tongue against the
roof of the mouth or with the fingers
descendant (C2) – a person who is related to you and who
lives after you, such as your child or grandchild
mother tongue (B2) – the language you learn as a child
b Individually, students choose the correct answer. Check
the answer as a class.
Answer
a
c Individually, students check back through the text to
find and underline other examples of the passive and to
say what tense they are in. Check answers as a class.
Answers
one which is being brought back (present continuous passive)
N|u is now only spoken (present simple passive)
were discouraged (past simple passive)
which is attended (present simple passive)
is spoken (present simple passive)
has been revived (present perfect passive)

UNIT 6  Around the globe  95

 LOA TIP CONCEPT CHECKING 5 LISTENING and SPEAKING
a Tell students that they are going to hear a linguist talking
Write these examples on the board and ask questions to about preserving (saving) endangered languages. In pairs,
check students understand the use of the passive: students read through the questions and predict how the
English is taught at many primary schools. linguist will answer them. Check ideas as a class.
Ask: Who teaches it? (the teachers) b 2.54 Play the recording for students to check their
Ask: Is this obvious? (yes) ideas. Check answers as a class.
Ask: Do we need to mention the teachers? (no)
Answers
Our exam papers have been lost. 1 Yes, it is part of your identity.
Ask: Who lost the papers? (We don’t know.) Yes, we’re losing part of human culture.
Ask: Is it important? (no) 2 No, you can keep your own ‘small’ language and learn a ‘big’
A linguist is being interviewed on TV. language.
3 Yes, if we want to enough.
Ask: Do we know who is interviewing him? (yes – the
presenter)
Audioscript
Ask: Who is more important, the presenter or the linguist? (the
INTERVIEWER  Professor Barnett, I OK, I can see that, but isn’t it
linguist)
your job is to try to preserve a good idea if everyone learns
d 2.52–2.53 Students read information in the endangered languages. a global language, say English
Grammar Focus 6B on SB p.144. Play the recording Does it really matter if small or Spanish or Chinese, or
where indicated and ask students to listen and repeat. languages die out and bigger whatever? Then they can talk
Students then complete the exercises. Check answers languages take over? Why is it to other people. That’s what
so important? language is for, surely?
as a class, making sure that students use the correct
PROFESSOR  Well yes, it does P Yes, of course it’s a good idea,
tenses of the verb be and only mention the agent when
matter, it matters very much. but that’s not the point. People
necessary. Tell students to go back to SB p.73.
First of all, of course it matters often think you have to give up
Answers (Grammar Focus 6B SB p.145) to the people who speak that your own ‘small’ language to
a 2  was sent  3  is used  4  will be informed  5  hasn’t been language. Your language is learn a ‘big’ language, and in
caught  6  had already been taken/were already taken part of your identity. Imagine the past that often happened,
b 2  were told about this restaurant by my sister  3  can only be if English died out and no one but in fact you don’t have to
dreamed of  4  had already been built 1,000 years ago spoke it any more, how would do that. You can keep your
5  can’t always be depended on  6  will be looked after well you feel? language and learn the big
c 2 from  3 by  4 with  5 from  6 from, by I OK, that’s on a personal level. language – in other words,
But what about for the wider teach children to be bilingual.
world? Is it really important? I So, do you think it’s really
 CAREFUL! P Well, yes. If we lose a language, possible to stop languages from
Students often make mistakes with the formation of the we’re losing a part of human dying out?
passive, usually missing out the correct form of be or other culture, there’s all that P Yes, I think it is if we want to
verb forms, e.g. What kind of materials include in the fee? knowledge that the language enough, and it’s already being
(Correct form = What kind of materials are included in the fee?) contains. It’s like losing a done by people all around the
or Alice borned 21 years ago in a little village (Correct form = painting or a building. Every world. One important thing
Alice was born 21 years ago in a little village). language has its own way of we can do is change attitudes,
seeing the world. especially in children, make
e Students rewrite the paragraph using the passive and I How do you mean? Could you them feel proud of their own
compare with a partner. Monitor and help where give an example of that? language, because unless
P Well, one example, it’s very children want to speak their own
necessary. Encourage self-correction. Check the answer
well known, is a language language, the language dies.
as a class.
called Inupiaq, it’s spoken in And another thing is we can use
Answer northern Canada. Now they technology, and this is quite new.
The N|u language is in serious danger because it is only spoken in have over 100 different ways We can record people speaking
a few small villages. In the past, it was spoken in a large region of to describe sea ice. It’s unique the language, and we can create
South Africa and Namibia. It has now been recorded and written to that language, you couldn’t apps so kids can practise the
down and it is being taught to children in schools by teachers who translate that into English. And language, for example. I think
have learned the language themselves. you can find examples like that’s really important because it
this in every language – every gives a feeling that the language
f Put students into pairs or small groups to discuss language has a different way of is something modern and fun,
the questions. Monitor and contribute to discussions. looking at the world. and something for young people
Take feedback as a class. If your group is multilingual, to learn.
this will be interesting for the class and may take longer
than if you have a monolingual group. c 2.54 Read through the sentences with the class and
play the recording again for students to tick the points
the linguist makes. If you have a weak group, you may
wish to pause at relevant points during the recording
and/or play it again. Students compare answers in pairs.
Check answers as a class.
Answers
1  ✓ 2 ✓ 4 ✓ 6 
✓ 7 ✓

96  UNIT 6  Around the globe

d Ask which points in 5c the students agree or disagree
with and why. Discuss this as a class.
e Put students in groups of four. Divide these groups
into two pairs and tell them that they are going to have
a discussion and argue for and against an issue. Assign A
and B roles. Pair A go to SB p.133 and Pair B to
SB p.131. Students read the arguments for or against
preserving languages. Monitor carefully at this stage and
help students with additional ideas if necessary.
f Students discuss the issue with a new partner. They
can use arguments they have just looked at, or their own
ideas. Remind students that whatever their own opinion,
they have to defend the side they are given. Monitor
and note down examples of good language use and any
common errors to deal with later during feedback. Take
feedback as a class and let students report back on their
discussions. Find out if any students have changed their
views after the discussion.

  EXTRA ACTIVITY
Put students into pairs. Tell students that their language
is endangered and that they are going to an international
linguistics conference where top linguists will choose one
out of many dying languages to save. Ask each pair to think
of six reasons why their language should be saved. If you
have a multilingual class, you can put students of the same
language in pairs. Take feedback as a class.

ADDITIONAL MATERIAL
Workbook 6B
Photocopiable activities: Grammar p.195, Vocabulary p.215

UNIT 6  Around the globe  97

6C
At the end of this lesson students will be
Everyday English able to:
• understand informal conversations about
It’s time you two had a break together asking favours
• use appropriate phrases to introduce
requests
• express gratitude
OPTIONAL LEAD-IN • practise pronunciation of consonant sounds
Books closed. Ask students to work in pairs and to think • ask for and respond to favours
of as many ways as they can of saying please and thank
you in different languages. Ask for suggestions as a class
and find out which pair thought of the most. Tell students
that many people think that English people are very polite,
d 2.55 Play the video or audio recording again for
sometimes too polite. Ask for their opinions, and whether
their own languages use a lot of polite expressions or students to answer the questions as a class.
whether politeness is conveyed in different ways, for example Answers
gestures. 1 go away for a long weekend (to Paris)
2 reluctant, nervous
a Write the word favour on the board. Elicit how we 3 relieved, grateful
can use this in a question and what it means: Can you do
me a favour? (Can you do something for me?) In pairs,
students discuss the questions. Take feedback as a class.
2 CONVERSATION SKILLS 
b Ask students what happened in the last part of the story Introducing requests
(Sam and Emma were thinking about how to improve a 2.56 Read through the conversation with the class and
their business). Students look at the photo and say what ask if this is a good way to ask a favour. Play the excerpt
they can see. Ask who they think is asking for a favour from Part 1 and ask students what the difference is
and what it might be. between the two conversations. Ask which way is better
2.55 Play Part 1 of the video or audio recording for
(the second because the person is more likely to agree
c
and is more polite).
students to check their ideas.
Answer
Answers
The written dialogue is shorter, more direct and not as polite.
Sam and Emma ask Becky to do them a favour. They’d like her to
look after the café at the weekend.
b Ask students to work in pairs to put the stages of the
conversation/request in order. Check answers as a class.
Video/Audioscript (Part 1)
EMMA So, if we leave late E Would you? Answers
afternoon on Friday … B Of course. I can close up on 3
SAM I need to check with Becky Friday and sort everything out 2
though. on Saturday. Just tell me what 4
1
E Do you think it’ll be a problem? you need me to do.
S Well, it’s asking quite a lot. S Are you sure?
E She knows what to do, doesn’t B Of course. I’m happy to help.
c Students choose the best answer. Check the answer as a
she? S Thanks. That’s really nice of
class.
S Yeah, but it means she’ll have to you. Answer
look after the café for a day and E Yes, thanks, Becky. It’s just, Sam 3 They realise they’re asking Becky a big favour.
a half by herself. Open up, set hasn’t had a weekend off for
things up, deal with the cash, more than nine months. d Remind students that Sam and Emma used polite phrases
clean up – everything. B My pleasure – it’s about time to make their request. Students add the words in the box
E True. you two had a break together. and match parts of the sentences. They then compare
S That doesn’t seem very fair – And I know how everything with a partner. Check answers as a class.
she has only just started. works now – it’s no trouble at
S Becky? all. Answers
BECKY Yeah? E We really appreciate it. 1 c Do you mind if I ask you something?
E Do you mind if we ask you a B And if I don’t know what to do, 2 a I’m really sorry to ask you this, but …
favour? I can always ask Phil. Can’t I, 3 e There’s an idea I’d like to run past you.
B Of course not. What is it? Phil? 4 b I was wondering if you wouldn’t mind …?
S Feel free to say no, but we – PHIL What’s that?
5 d I hope you don’t mind my asking, but …
that is, Emma and I – we were B You know all about the café.
hoping to get away … on Friday P Do I?
e Read through the replies in the speech bubbles and
afternoon … for the weekend. S Don’t worry, JK. Go back to your discuss the questions as a class.
B Oh, lovely! Where? book. Answers
S Paris, actually. E Yes, make us all famous. 1 Go right ahead.
B Fantastic. S I really am very grateful. 2 No, not at all. / No, that’s fine.
S So we were wondering … B It’s not a problem. 3 What is it?
B Do you want me to look after
the café?

98 UNIT 6 Around the globe

 LOA TIP DRILLING Video/Audioscript (Part 2)
BECKY  Hi there.
TESSA  Hi. Just returning your
To practise the intonation of the polite phrases, start with notes.
a choral repeat task. Model the phrases for the students to PHIL  Great!
copy, for example Do you mind if I ask you something? There’s T Great?
an idea I’d like to run past you …, etc. P Yes.
Following this, give the first word of a phrase for the students T Great what?
P I’ve just had this great idea. For
to complete:
the story.
Say: Do ... (Do you mind if I ask you something?) B Great!
There’s …, etc. T So … um … What is it you’re
writing?
P A science-fiction novel.
  EXTRA ACTIVITY T Oh. I’m quite into science
In pairs, students practise the requests in 2d. This time, fiction.
one student asks and the other gives an appropriate reply. P Oh. Really?
T You must tell me about it – I
Monitor and check the replies are appropriate and the
mean, your story … your ideas.
intonation is correct.
One day.
P Oh, right. Yeah. Sure. One day.
3 USEFUL LANGUAGE  Love to.
bridges. We should probably
make a start soon. I know
somewhere great we could go.
B Good idea. When were you
thinking?
T How about this weekend?
B Sorry, I can’t. I’ve just told Sam
I’d look after the café.
T No problem – how about the
weekend after then?
B It’s a date.
T Do you want a hand on
Saturday?
B Here?
T Yeah. I can help clear tables and
… things like that.
B Great, thanks. That’s really kind
of you.
T I’m more than happy to help
out.
B And if things are a bit slow …

Showing you are grateful

B So … my notes. T What?
T Oh, sorry. Thanks for the loan. B Phil can tell you all about his
a 2.57 Ask students to make a request, e.g. I’m really B No problem. book.
sorry to ask you this, but could you not give us any T Hey, I was thinking. You know

homework tonight? You reply: That’s no problem. Elicit
thanks from the student. Write grateful on the board and
explain that this is what the students feel. Ask students
to complete Sam’s sentence as a class. Play the recording
for students to check.
Answer
really nice
this project – photographing
c 2.58Students do the true/false task individually.
Check answers as a class.
Answers
1  T  2  F – she asks Phil to tell her his ideas.  3  T  4  F – she
offers to clear tables.  5  F – she doesn’t suggest this.

b Students arrange the words to find other expressions to

show appreciation. Check answers as a class.
5 PRONUNCIATION 
Answers
Sounds and spelling: Consonant
1 We really appreciate it. sounds
2 We’re really grateful.
3 It’s so kind of you.
a 2.59 Read through words 1–8 with students, and

4 I don’t know how to thank you.

model the sounds. Individually, students match words
a–h from the video with the correct sounds. Play the
c Read through the possible replies to the expressions recording for students to check the answers.
with the class and ask students to choose the one that is Answers
not a suitable reply. Model the expressions and replies 1 /θ/ thirty think
for the students to repeat. 2 /ð/ they together
3 /s/ say sorry
Answer
4 /z/ zero close
4 It is not polite: we usually show that we are happy to help and 5 /ʃ/ shop fiction
aren’t doing the favour in order to get the other person’s gratitude. 6 /ʒ/ usually pleasure
7 /ʧ/ choose check
4 LISTENING 8 /ʤ/ jeans bridges

a Students look at the photos and say what they can b Students work in pairs to find sounds from 5a in the
see. Discuss the questions as a class. words.
b 2.58 Play Part 2 of the video or audio recording for Answers
students to listen and check their answers. 1 ideas /z/
2 earth /θ/
Answers 3 television /ʒ/
1 To return Becky’s notes. 4 jewel /ʤ/
2 Because he has a great idea for the story. 5 bother /ð/
3 She can’t start the assignment this weekend (because she is 6 sugar /ʃ/
working). 7 science /s/
8 future /ʧ/

c 2.60Play the recording for students to check their

answers. Students repeat the words for practice.

99  UNIT 6  Around the globe

 6 SPEAKING
a Tell students that they are going to ask their partners a
big favour. First, they must think of a really big favour
to ask. Give an example of your own, for example I want
to ask my neighbour to look after my dog for a week while
I’m on holiday. Monitor and help if necessary.
b Look at the examples in bubbles to remind students
of phrases they have learned during the lesson for
making requests, replying, thanking and responding. In
pairs, students role-play the request. Monitor and note
down examples of good language use and any common
errors to deal with later during feedback. Take feedback
as a class and ask for examples of requests, and whether
students would really agree to these requests or not.

  FAST FINISHERS
Fast finishers can role-play the request again, this time not
agreeing immediately to the request, but hesitating and
needing further persuasion or encouragement.

ADDITIONAL MATERIAL
Workbook 6C
Photocopiable activities: Pronunciation p.246
Unit Progress Test
Personalised online practice

UNIT 6  Around the globe  100

6D Skills for Writing
The scenery was fantastic
OPTIONAL LEAD-IN
Books closed. In pairs, students write down what they think
the top five tourist attractions are in the world. Put pairs
into small groups to discuss and choose a top five from their
suggestions. Each group then presents their suggestions to
the class. Find out if the class can agree on a top three in the
world. Ask why these attractions have become so popular,
for example beauty, history, architecture, etc.
SPEAKING and LISTENING
1 A
a Students look at the photos. Tell them that they are
the top five attractions in the USA. Students say what
they know about them as a class, why the attractions
are popular and if students have visited or would like to
visit any of them. If you wish, give students information
from the Culture notes below.
CULTURE NOTES
Manhattan is a highly populated island in New York. It is an
important cultural centre and it is where most of the tourist
attractions in New York are, e.g. the Empire State Building,
Wall Street, and you can get a ferry to the Statue of Liberty.
The Grand Canyon is a steep canyon in Arizona, USA, made
by the Colorado River. It is 446 km long. In places it is up to 29
km wide and over a kilometre deep.
The White House has been the official home of the US
president since 1800. Its real address is 1600 Pennsylvania
Avenue, Washington DC.
Niagara Falls is the name of three waterfalls that cross the
border between Canada and the USA. They are up to 51
metres high.
Las Vegas is a very famous city in Nevada, USA and was
established in 1905. It is a popular destination because of its
entertainment, in particular its casinos and hotels.
b 2.61 Tell students they are going to hear a man and a
woman telling a friend about a trip to the Grand Canyon.
They need to listen to say which two topics in the box the
people do not talk about. Play the recording for students
to find out the topics. Check the answers as a class.
Answers
cars
meals
Audioscript
ALEX So where did you go?
KIRSTEN We went camping in the Grand Canyon. It was amazing, a real
experience. But before, we drove through the Mojave Desert – that’s
a big salt desert, just salt for miles and miles.
A Wow, amazing.
K And we saw cowboys, didn’t we, John. Where was that?
JOHN I don’t know, some town near there. It was like a cowboy show,
they had a shootout.
A You mean like a gun fight? For show?
K Yeah, that’s right. Then we stopped for something to eat, and we
were really lucky cos it was getting late and we had nowhere to stay,
but the owner of the restaurant was really nice, wasn’t he?
101 UNIT 6 Around the globe
At the end of this lesson, students will be able to:
• talk about top tourist attractions in the USA
• understand people talking about a trip to the
Grand Canyon
• understand a travel blog
• use descriptive language when writing about a trip
• write a travel blog
J He let us camp behind the restaurant.
K Yeah, the people were really friendly, weren’t they?
J Yeah. It wasn’t very comfortable, though.
A Why not?
K We couldn’t blow up the airbed. It had a hole in it.
J So we slept on the ground. Really uncomfortable.
Anyway, the next day we actually saw the Grand Canyon.
K
Oh, that must be incredible.
K It is. It’s breathtaking. I’ve never seen anything like it.
A Did you walk through it, or what?
K No, we just drove round it. Round the south rim, that’s where the
best views are. And we camped there too.
J We were lucky to find a place. It was peak season.
K Yeah. So anyway, then we watched the sunset over the Grand
Canyon. Pretty amazing. And the next day we got up at 4.45 and saw
the sunrise.
A 4.45!
J Oh, it was worth it. It looks completely different at dawn. Um, what
else did we do?
K We saw a condor.
J Oh yes, they’re really rare apparently. Only 30 birds left. Really
impressive birds.
A Mm, sounds great.
K And then we went on to Las Vegas.
A Wow, Las Vegas? Hope you didn’t lose all your money!
VOCABULARY SUPPORT
condor – a very large bird, lives in mountains
dawn (B2) – the beginning of the day
peak season (B2) – the most popular time for tourists
rim – the edge of something circular
shootout – a fight using guns
c 2.61 Play the recording again for students to answer
the questions individually. Pause where necessary to
give students time to note down answers. Students
compare with a partner. Check answers as a class.
Answers
1 They drove.
2 It’s a salt desert.
3 They camped. The first night was very uncomfortable because
there was no airbed. For the second night, they were lucky to find a
place.
4 They saw the sun rise and saw a condor.
5 They went to Las Vegas.
d Individually, students choose the top tourist destinations
in their own countries.
e Put students into pairs to compare their
destinations and say why these are interesting for
tourists. If you have a monolingual group, they should
find out if they agree on the places and the reasons.
Take feedback as a class and ask for examples.
   EXTRA ACTIVITY
Put students into groups of three and ask them to choose
one tourist destination between them. Then, ask students to
create a conversation similar to the one they’ve just listened
to. You could get students to record their conversations on
their mobile phones and play the recordings for the rest
of the class. If you choose not to record the conversations,
get a stronger group to act out their conversation in front
of the class and get the class to ask questions about the
destination.
2 READING
a Ask students if they ever read travel blogs and why or
why not. Students read Kirsten’s blog about the trip
she talked about. They need to find points she didn’t
mention in the recording. Check answers as a class.
Answers
We ate, then went to the Desert Drive Watch Tower to watch the sun
going down.
After breakfast, we headed up to the village where a bus service took
us round the other part of the South Rim. We took a short walk …
We watched [condors] circling right above our heads.
We saw the canyon from a few different viewpoints.
After that, we headed up to Lake Mead for a few days to relax before
the madness of Las Vegas.
  VOCABULARY SUPPORT
grandeur – something that is impressive has this
literally (B2) – emphasising how large or great an amount is
phenomenon (C1) – something that is very unusual
re-enactment – an occasion where people act out something
that really happened, e.g. a battle
3 WRITING SKILLS  holiday photo of their own. They should plan a blog to
Using descriptive language
a Ask students if they think the blog is interesting and
why (yes, because Kirsten uses a variety of adjectives).
Students check through the blog to find examples of
other adjectives meaning very beautiful or very big. Check
answers as a class.
Answers
very beautiful: breathtaking, superb, impressive, fantastic
very big: huge
b Students decide which adjectives in the box are positive
and negative. Check answers as a class.
Answers
positive: mind-blowing, fabulous, awesome, out of this world,
unbelievable, awe-inspiring, unforgettable
negative: disappointing, ordinary, uninspiring, dull
c Read the sentences with the class and elicit that
different adjectives are used after absolutely and very.
Students work in pairs to choose which adjectives can
go in which sentences. Check answers as a class. Then
ask if students know any other adverbs that can replace
absolutely and very.
Answers
1 mind-blowing, fabulous, awesome, out of this world,
unbelievable, awe-inspiring, unforgettable
2 disappointing, ordinary, uninspiring, dull
The words totally and completely can replace absolutely. The words
really and extremely can replace very.
  LANGUAGE NOTES
Adjectives can usually be classed as normal/standard or
strong/extreme. We use intensifiers such as very/really
with normal adjectives, but not strong ones, e.g. very big
very enormous. Likewise, we can use intensifiers such as
absolutely/totally with strong adjectives, e.g. absolutely
enormous, but not with normal ones, e.g. absolutely big.
d In pairs students change the sentences to make the
meaning stronger. Check answers as a class.
Suggested answers
1 Manhattan was amazing and I thought the buildings were very
inspiring.
2 The Niagara Falls were amazing. We went on a boat below the
Falls – it was unbelievable.
3 People say that Las Vegas is a mind-blowing place to visit, but I
thought it was dull.
e Individually, students find examples using the word
experience in the blog and complete the expressions.
Check answers as a class.
Answers
1 It was an experience in itself.
2 It was the experience of a lifetime.
3 It was a whole different experience.
f Put students into pairs or small groups. Students
tell their partners about one of their own tourist
experiences, using the language from 3a–e. Monitor
and note down examples of good language use and any
common errors to deal with later during feedback. Take
feedback as a class and ask for examples.
4 WRITING
a Tell students that they are going to write a travel blog
about one of the photos. Alternatively, they can use a
include their chosen photo and make notes on the points
given. Monitor and help with ideas where necessary.
b Students write their blogs, using language they have
learned in this lesson. Monitor and encourage self-
correction where students make errors.
LOA TIP MONITORING
For this task, you might choose to focus on vocabulary range
while monitoring. Encourage students to use a variety of
adjectives to avoid repetition and pay attention to their use
of intensifiers. If a student has used the wrong intensifier, just
point it out and question with a gesture or expression.
  FAST FINISHERS
Fast finishers can swap blogs and add a comment to the one
they are reading. Check through these during feedback.
c Students swap travel blogs with a partner and ask
and answer questions about the place. Take feedback to
ask for examples from the blogs and to find out whether
students are persuaded by the blogs to visit the places.
ADDITIONAL MATERIAL
Workbook 6D
UNIT 6  Around the globe  102
UNIT 6 3 WORDPOWER out
Review and extension a 2.62 Write the word out on the board. In pairs,
students write down as many multi-word verbs with out
as they can. Check ideas as a class. Play the recording
for students to complete the multi-word verbs. Check
1 GRAMMAR answers as a class.

a Write the beginnings of some sentences on the board Answers

and elicit the correct verb patterns: 1  burn out 
2  pass out 
When I go on holiday I enjoy… (gerund) 3  work out 
4  fallen out 
Yesterday I saw someone… (gerund) 5  run out 
When I speak English it’s difficult… (to-infinitive) 6  stands out 
7  turned out 
Students find and correct the errors in the sentences and 8  chill out
then compare with a partner. Check answers as a class.
Answers
b Ask students to complete the exercise individually and
warn them to be careful with the verb forms. They need
1  to relax 
to think about context and meaning. They then compare
2  to help you 
3  to remember to do  answers with a partner. Check answers as a class.
4  notice people doing Answers
5  remember doing 1  turning out 
2  chilling out 
b In pairs, students ask and answer the questions. 3  run out 
Take feedback and ask for examples. 4  burn out 
5  stands out 
c Students complete the paragraph with the correct 6  work out 
passive or active forms. Check answers as a class. 7  pass out 
Answers 8  falls out
1 was given  2 bought  3 was discovered 
4 was seen  5 passed  6 was being cleaned  7 said  c Individually, students read the questions and make
8 was sold  9 paid  10 was valued notes about their answers.
d Put students into pairs to discuss their answers.
2 VOCABULARY Take feedback as a class and ask for examples from the
conversations. Find out how far the students agree with
a Individually, students complete the sentences. Check each other and who gives the most interesting answer.
answers as a class.
Answers   FAST FINISHERS
1 memorable 
Fast finishers think of two or three more personal questions
2 impressive 
3 exotic using other multi-word verbs with out from the lesson. Check
4 stunning  these during feedback and ask the class for answers.
5 breathtaking

b Students choose the correct alternatives and then   EXTRA ACTIVITY

compare with a partner. Check answers as a class. You In pairs, students write four sentences using multi-word
may wish to ask students to talk about shops they know verbs with out. Students delete the verbs to create gapped
that have changed over the years. sentences to swap with another pair. Check answers as a
Answers class.
1 deterioration 
2 revive  Photocopiable activities: Wordpower p.229
3 preserve 
4  died out  REVIEW YOUR PROGRESS
5 decreased 
6 increase 
7  been lost Students look back through the unit, think about what they’ve
studied and decide how well they did. Students work on weak
areas by using the appropriate sections of the Workbook, the
Photocopiable activities and the Personalised online practice.

103  UNIT 6  Around the globe